MEM 505: Child Development
1. MEM 505: CHILD AND ADOLESCENT DEVELOPMENT 1 COGNITIVE DEVELOPMENT OF CHILDREN AND ADOLESCENTS Theories of Cognitive Development Cognitive Development Cognitive development is gradual, systematic changes by which mental process become more complex and refined. Establishment of new schemes is essential in cognitive development. Piaget’s Main Tenet: The Child Actively Seeks Knowledge Jean Piaget viewed children as constructivists, meaning they are active seekers who respond to the environment according to their understanding of its essential features. He also believed that intelligence was not random but it was a set of organized cognitive structures that the child actively constructed, and viewed intelligence as basic life function that helps
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MEM 505: CHILD AND ADOLESCENT DEVELOPMENT 12 becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as “ego strength” or “ego quality”. Otherwise, if the stage is handled poorly, the person will emerge with a sense of inadequacy. However, it can be resolved successfully at a later time. Every stage of psychosocial development, people experience conflict that serves as the turning point in human development also called crisis. These conflicts focus either on developing a psychological quality or failing to develop that quality. These are the stages of Psychosocial Development: 1. Trust Vs Mistrust (birth to 18 months). The infant is this stage develops a sense of ambiguity on the world he or she lives. So as parents- the first teachers, we need to provide reliability, care, and affection for our children to develop their sense of trust. A lack of this will lead to mistrust. 2. Autonomy Vs Sham and Doubt (18 months to 3 years). The child discovers his or her skills and abilities. So as parents or teachers, we need to encourage our child to becoming more independent whilst at the same time protecting our child so that constant failure is prevented. Success leads to feeling of autonomy, and failure results feeling of shame and doubt. 3. Initiative Vs Guilt (3 to 5 years). The child begins to plan activities, makes up games, and initiates activities with others. This is the stage where child interacts regularly to other children at school. So as parents or teachers, we need to give the opportunity to our child to play or socialize to other children to develop his or her sense of initiative, and feels secure in his or her ability to lead others and makes decisions. Conversely, if this tendency is squelched, either through criticism or control, child develops a sense of guilt. He or she may feel like a nuisance to others and will therefore remain follower, lacking self-initiative. 4.
MEM 505: CHILD AND ADOLESCENT DEVELOPMENT 12 becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as “ego strength” or “ego quality”. Otherwise, if the stage is handled poorly, the person will emerge with a sense of inadequacy. However, it can be resolved successfully at a later time. Every stage of psychosocial development, people experience conflict that serves as the turning point in human development also called crisis. These conflicts focus either on developing a psychological quality or failing to develop that quality. These are the stages of Psychosocial Development: 1. Trust Vs Mistrust (birth to 18 months). The infant is this stage develops a sense of ambiguity on the world he or she lives. So as parents- the first teachers, we need to provide reliability, care, and affection for our children to develop their sense of trust. A lack of this will lead to mistrust. 2. Autonomy Vs Sham and Doubt (18 months to 3 years). The child discovers his or her skills and abilities. So as parents or teachers, we need to encourage our child to becoming more independent whilst at the same time protecting our child so that constant failure is prevented. Success leads to feeling of autonomy, and failure results feeling of shame and doubt. 3. Initiative Vs Guilt (3 to 5 years). The child begins to plan activities, makes up games, and initiates activities with others. This is the stage where child interacts regularly to other children at school. So as parents or teachers, we need to give the opportunity to our child to play or socialize to other children to develop his or her sense of initiative, and feels secure in his or her ability to lead others and makes decisions. Conversely, if this tendency is squelched, either through criticism or control, child develops a sense of guilt. He or she may feel like a nuisance to others and will therefore remain follower, lacking self-initiative. 4.